Abstract
This paper describes a pedagogical technique employed for an interdisciplinary course on Cold War America. Students had to ‘become’ a fictional person and discuss how political and social changes during the Cold War era would have impacted that person. By doing a semester-long project that required primary source research, this ‘quasi-experiential’ technique helped students gain a greater appreciation for Cold War culture and a more thorough understanding of the major political events of the era.
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